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EATING INDUSTRIAL ProfessorHelenVeit(hveit@msu.edu)OfficeHours:Monday,9:30-11:30a.m.,andbyappointment,329OldHort

Goals: 1) Learnalot2) Haveablast3) Getpassionateaboutfood4) Leavethisclassexcitedtoeatbetterfortheplanet,eatbetterforyourbodies,and

eatmoredeliciously

After taking this class, students will… *…understandintheirbonesthatmostideasaboutfoodarecultural.

*…knowallabouttheNacirematribe.

*…becriticalofdietsbasedonindustrialfood.

*…becriticalofsolutionsthatrejectindustrialfoodaltogether.

*…thinkaboutthedarksidesof“McDonalidization.”

*…beabletotalkknowledgablyabouttheAmericanFoodRevolution.

*…knowwhatitmeanstoeatforasmallplanet.

*…bealittlescaredofanyadditivedeclared“GenerallyRecognizedasSafe.”

*…learnwhatethnographyisandhowtoapplyitsmethodstoourownfoodculture.

*…knowalotaboutthehistoryoffoodscienceandmodernfoodprocessing.

*…haveexperiencewritingforapublicaudience.

*…thinkcriticallyaboutwhat“homemade”foodmeans.

*…haveanopinionaboutSoylent.

*…knowabout“foodies”andsomegoodandbadthingsaboutthatidentity.

*…thinkdifferentlyabouttheso-called“obesityepidemic.”

*…thinkinsophisticatedandcriticalwaysaboutthe“local”foodideal.

*…thinkabouteatinginrelationtoclimatechangeandglobalpopulationgrowth.

*…careaboutalloftheabove.

About

This is a class about modern food, summed up in the class title: Eating Industrial. The industrialization of agriculture and food processing is hugely important, but it’s really only the beginning of what we’ll be talking about. We’ll be talking about food’s globalization; its relationship to climate change; food and social class and race; nutrition and health; obesity; poverty and hunger and waste; the local/sustainable/organic food movements; and all sorts of ethical questions around food – especially the ethics of meat eating. One of the biggest lessons of

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the class is that the reality of modern food systems and food culture is hugely complex. And the future of food is even more so. This class is going to be fun and interesting. It will also be demanding. You can expect roughly 150 pages of thought-provoking, conversation-sparking reading a week (sometimes slightly less, sometimes slightly more), in addition to projects, field trips, field work, regular writing, and a final website that will tie it all together. This class will make you a more interesting person who will go on to lead a richer life. But you have to be willing to do the work.

Books

* Melanie Warner, Pandora’s Lunchbox: How Processed Foods Took Over the American Meal (2013) * Jonathan Safran Foer, Eating Animals (2009) * Course pack of class readings

Special Policies

* This is a screen-free class. No laptops, phones, tablets, etc. Occasional exceptions, as noted. * Bring hard copies of all assigned readings and any other relevant materials to every class. * Unless otherwise noted, all projects should be posted to individual blogs before class and/or are due in hard copy at the beginning of class; the smaller assignments and the “news in food” are due via your website only.

Grades

Grade Percentage 4-point scale Grade Percentage 4-point scale

A+

98-100% 4.0 C

73-76% 2.0

A 93-97% 4.0 C-/D+

67-72% 1.5

A-/B+ 87-92% 3.5 D

63-66% 1.0

B

83-86% 3.0 D-

60-63% 0.5

B-/C+ 77-82% 2.5 F Below 63% 0

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Class Component Percentage of grade Participation and Attendance 20% Small Assignments 10% The News in Food 10% Quizzes 5% Food Autobiography 5% Pandora’s Lunchbox Email 5% Podcast Explorer Paper 10% Grocery Ethnography 5% Industrial Food Op-Ed 5% Final Presentation and Website (including updated autobiography) 10% Podcast and related assignments 15%

Projects & Assignments

Your biggest assignments for this class will be a series of projects. The projects are designed to be fun and provocative and to get you talking, thinking, arguing, and out of your seats. First, you’ll turn in papers and create a preliminary blog page for each project. After you get comments on your papers, you’ll rewrite them to act as polished site content for your final blogs (see below).

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Small assignments are due through your class blog, not in hard copy. (As an exception, you’ll need to turn in the debate points for the meat debate in hard copy.) All assignments are due by the start of class unless otherwise stated. Every project and assignment (except the op-ed) must make reference to at least two class readings. Projects Small Assignments Food Autobiography Industrial Food Diary Pandora’s Lunchbox Email Refrigerator Photography Podcast Explorer McDonaldization Exercise Grocery Ethnography Debate Points and Class Debate Podcast Final Project & Related Assignments

Throughout the semester there will also be additional tasks and mini-writing assignments, such as reading abstracts, in-class exercises, and group activities, all of which we’ll talk about in class. All additional assignments will be considered as part of your Participation grade.

Word Length Due Date Class Blog Outline Sep. 11 (11:59 PM) Food Autobiography (*) 750-1250 Sep. 14 Industrial Food Diary 250-500 Sep. 21 Pandora’s Lunchbox Email (*) 750-1000 Sep. 26 Refrigerator Photography 250-500 Oct. 5 Podcast Explorer Paper (*) 1000-1500 Oct. 17 Grocery Ethnography (*) 750-1000 Oct. 24 McDonaldization Exercise 500 Oct. 31 Industrial Food Op-Ed (*) 700-800 Nov. 9 Debate Points and Class Debate (*) Nov. 21 Podcast, First draft Nov. 22 (11:59 PM) Podcast, Second draft Nov. 29 (11:59 PM) Addition to Autobiography 500 Dec. 5 or 7 Podcast, Finished Dec. 5 or 7 Podcast Page on Blog 250 Dec. 5 or 7 (*) = Assignments marked with a star must be submitted in hard copy at the start of class. Other assignments must be posted to blogs before the start of class, unless otherwise noted.

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The News in Food

One of your semester-long assignments is to stay abreast of news related to our class. On the five following dates, you’ll post a recent news article on your blog before class, along with a meaty paragraph on how the news relates to all class readings assigned for that day. We’ll also be talking about the news in class. News related to… Due Date Industrial food Sep. 19 Migrant farming Sep. 28 Poverty and food insecurity Oct. 10 McDonaldization Oct. 26 Food & climate change Nov. 7

Student Blogs

Each student will create an individual blog through Weebly (a free service), which will be linked to our class website: eatingindustrial.weebly.com. You’ll send me a link to the basic outline of your blog by 11:59 PM on Sunday, Sep. 11. At that early stage, it will need to have just four basic elements: 1) a “Home” page with a title and image; 2) a “News in Food” page; 3) an “Assignments” page; and 4) a “Projects” page. All pages can be empty at that time. As you complete work over the semester, you’ll upload it to your blog (and we’ll work together during class on any questions that arise in creating and designing the blogs). For example, each time you find a news story, you’ll upload it to your “News in Food” page along with a paragraph tying it into the readings, so your final blog will have links to five news stories with an explanatory paragraph for each. When you complete an assignment like the Refrigerator Photograph, you’ll upload that under the Assignments page. And each time you complete a project, you’ll create a new page under the Projects tab, so that at the end you’ll have a Food Autobiography page, a Pandora’s Lunchbox page, a Podcast Explorer page, a Grocery Ethnography page, and a My Podcast page. On one of the last two days of class, you will give an individual presentation on your finished blog. Finishing the blog will involve four tasks: 1) Polishing the writing of all sections, reflecting comments you’ve gotten from me on your papers along with any other improvements you’d like to make; 2) Updating your Food Autobiography to include a new section (500 words) on how this class has changed your thoughts on food; 3) Uploading your finished podcast; 4) Completing a page for the podcast, with 250 words of text. Design is also a component of your blog: at a minimum, it should look neat and professional, and ideally it will be beautiful and interesting, with design elements that deepen and enhance the story you’re telling.

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Recipe Extra Credit

You have two chances to add a point of extra credit on your final average by contributing to our class recipe blog. You can do each form of extra credit one time, for a potential total of two extra points on your average. The first way to get extra credit is to find your own recipe, make it, and send the link to me to post. The recipe must fulfill three criteria: it must be relatively simple to make; it must be relatively healthful; and it must not use highly processed ingredients. To share a recipe and get extra credit for it, you need to send me four things: 1) a link to the recipe (or, if it's not online, a photograph of the recipe or the typed recipe pasted into the text of an email); 2) a relevant high-quality image (such as a picture of sweet potatoes if the recipe is for baked sweet potatoes); 3) a picture of you making the recipe with a copy of one of our assigned books or course pack in the picture (I won't post this online unless you specifically ask me to, this is just the way of showing me you actually made the recipe this semester); 4) a short paragraph about your experience making the recipe (was it easy? hard?), what you thought about the food itself, and at least one thought about how it relates to something we discussed or read about in class. The second form of extra credit is to make a recipe somebody else contributed to our class blog. If you do that you need to send me two things: 1) a picture of you making the recipe, with a copy of one of our assigned books or course pack in the picture; 2) a short paragraph about your experience making the recipe (was it easy? hard?), what you thought about the food itself, and at least one thought about how it relates to something we discussed or read about in class.

Attendance Policy

Attendance is required in every class this semester. That’s because in a seminar like this, it’s not only you who misses out when you’re not there: the class itself changes. The experience of everyone is richest when everyone is present, everyone is prepared, and everyone participates. If you attend every class, you’ll get Perfect Attendance Extra Credit, with two points added to your final average. However, for every class you miss after the first two, two points will be subtracted from your final average.

Quizzes

Over the semester I will give six quizzes, a mix of reading and preparation quizzes. Quizzes will not be announced in advance. For the preparation quizzes, you get a 100 if you have a hard copy of all assigned readings with you, and a 0 if you don’t. Likewise, the reading quizzes will consist of one or two questions that should be easy if you did the reading and impossible if you didn’t.

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You cannot make up a quiz, but at the end of the semester I will drop your lowest grade. If you get 100 on all six of the quizzes, then you will get an extra point on your final average.

Academic Honesty

Academic honesty is a big deal, and I treat it as such. You’ll be doing a lot of writing in this class, because I want you to think deeply about what we’re covering in class, and writing is one of the best and most intense ways to make yourself think something through. Thus, stealing someone else’s words without giving them credit is obnoxious to their real writer and obnoxious to me, your professor, but plagiarism truly hurts the plagiarizer more than anyone else – whether they’re “caught” or not. I expect that you will use all of your own words or ideas in your work for our class, except in those instances when you’re directly quoting someone else or building on another writer’s ideas while giving them credit. In general, err on the side of caution. One of the best ways to avoid plagiarism is not to use the internet at all when it’s not part of the assignment – and it usually isn’t in this class. I will always be happy to talk with you if you have questions about the boundaries of academic honesty or acceptable paraphrasing before turning in an assignment. However, if you turn in work that contains plagiarism, it is too late for questions. If I find that a student has cheated on any assignment or has knowingly represented the ideas or writing of anyone else as their own, that student will fail the assignment, with the option to fail the course. I also reserve the right to subtract additional points from the student’s final average, as I judge appropriate. As required by MSU policy, I will file a report about the incident to be placed in the student’s permanent file. If a student has two instances of academic dishonesty in this class, they will fail it, and I will file a second report with the student’s dean who will then consider whether to expel the student.

A word about email

Email calls for a different writing style than text messages, especially when you’re writing to a professor or professional contact. Here are a few general guidelines: You should start by addressing the person you’re writing by name. Use a greeting, just like you would in real life: “Hello Prof. Veit,” “Hi Dr. Veit,” “Dear Professor Veit” – anything in that ballpark is great. When you’re signing off (and this is even more important), you must say who you are. Your name is all it takes, and if you sign off with “Thank you,” or “Sincerely,” or something like that, even better. If you’re asking a question (and especially if you’re asking a favor), please remember to use a question mark. Use words like “please” and “thank you” when appropriate. In general, remember your manners on email just as you would in person.

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Introduction (Wed, Aug. 31)

Introductions. Syllabus. Activity: Spit on a spoon Watch: Food, Inc. (excerpt)

* Read in class: Horace Miner, “Body Ritual among the Nacirema,” American Anthropologist (Jun., 1956), p. 503-507

The Nature and Nurture of Disgust (Wed, Sep. 7)

Discuss: Upcoming Food Autobiography Project and starting your class blog Activity: Selections from Hungry Planet Activity: How Disgustable Are You? Questionnaire Watch: Food, Inc. (excerpt)

* Rachel Herz, p. 1-27, That’s Disgusting: Unraveling the Mysteries of Repulsion (2012)

Getting Industrial Food into the Kitchen (Mon, Sep. 12)

Discuss: Class blog progress

DUE: Outline of class blog, with link emailed to me by Sun., Sep 11 at 11:59 PM * Michael Moss, “The Extraordinary Science of Addictive Junk Food,” 20 February 2013, The New York Times * Laura Shapiro, “Something from the Oven,” p. 41-84, Something from the Oven: Reinventing Dinner in 1950s America (2004)

Pandora’s Lunchbox (Wed, Sep. 14)

Discuss: How did the Food Autobiography go? Discuss: Upcoming Pandora’s Lunch Email project Activity: “Is Sushi Healthy? What About Granola?”

DUE: Food Autobiography * Melanie Warner, Pandora’s Lunchbox: How Processed Food Took over the American Meal, p. xi-73

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“Illustrate how the ‘processing’ of margarine helps to make it a more natural product. All the impurities found in nature are extracted by modern method to make it a cleaner and fresher product when it reaches the consumer.” -- Advice on a new ad campaign from a market research firm to a margarine manufacturer, 1968

Pandora’s Lunchbox (Mon, Sep. 19)

Discuss: Upcoming Industrial Food Diary Project Discuss: The News in Food Update: Pandora’s Lunchbox Email project

DUE: One recent news article related to industrial food and a paragraph about its relevance to our readings (posted to individual blogs before class) * Pandora’s Lunchbox, p. 74-144

Pandora’s Lunchbox (Wed, Sep. 21)

Discuss: Completed industrial food diaries; update on student blogs Discuss: Upcoming Refrigerator Photograph assignment Update: Pandora’s Lunchbox Email project

DUE: Industrial Food Diary (posted to individual blogs before class) Listen: “The Pull of Pollo: How the Chicken Industry Transformed One Arkansas Town,” Gravy podcast, 2016 (21 minutes) * Pandora’s Lunchbox, p. 145-222

Fieldtrip: MSU Organic Farm (Mon, Sep. 26)

Class will meet at the MSU Student Organic Farm, 3291 College Road in Holt, MI, at 12:55 PM. Discuss: How the Email project went; what we saw on the farm

DUE: Pandora’s Lunchbox Email project In

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Migrant Farming (Wed, Sep. 28)

Discuss: The News in Food Update: Refrigerator Photographs Watch: The Harvest/ La Cosecha (start)

DUE: One recent news article related to migrant farming and a paragraph about its relevance to our readings (posted to individual blogs before class) * Tracie McMillan, p. 1-55, The American Way of Eating

Pesticides, Packaging, Problems (Mon, Oct. 3)

Watch: The Harvest/ La Cosecha (finish) Update: Refrigerator photographs

Listen: “Outside the Box: The Story of Food Packaging,” June 2016, Gastropod podcast (45 minutes) * Susan Freinkel, “Warning Signs: How Pesticides Harm the Young Brain,” 11 March 2014, The Nation * Susan Freinkel, “Trace Chemicals in Everyday Food Packaging Cause Worry over Cumulative Threat,” 17 April 2012, Washington Post

Waste and Hunger (Wed, Oct. 5)

Watch: Tristram Stuart, “The Global Food Waste Scandal,” TED Talk (14 minutes) Activity: Group Analysis of Refrigerator Photographs Discuss: Upcoming Podcast Explorer project Discuss: Using the law to curb food waste (the example of France and Italy)

DUE: Refrigerator Photograph assignment (posted to individual blogs before class) * Joan Gross and Nancy Rosenberger, “The Double Binds of Getting Food among the Poor in Rural Oregon,” Food, Culture and Society 13:1 (March 2010), p. 47-70

Social Class & Food (Mon, Oct. 10)

Discuss: The News in Food Update: Podcast Explorer project Prepare: Divide into groups for the Jigsaw activity in the next class Watch: A Place at the Table [start]

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DUE: One recent news article related to poverty and food and a paragraph about its relevance to our readings (posted to individual blogs before class) * Tracie McMillan, “Do Poor People Eat Badly Because of Food Deserts or Personal Preference?” 27 June 2012, slate.com * Julie Guthman, “Bringing Good Food to Others: Investigating the Subjects of Alternative Food Practice,” Cultural Geographies (2008): p. 431-447 * Mark Bittman, “Is Junk Food Really Cheaper?” New York Times, September 2011

The Food Stamp Debates (Wed, Oct. 12)

Analyze: U.S. Food Spending & Wealth Distribution over Time Update: Podcast Explorer project progress Discuss: Upcoming Grocery Ethnography Watch: A Place at the Table [finish]

Jigsaw Reading Assignment

Everyone reads: * Malia Wollan, “The Faces of Food Stamps,” 2 August 2012, Food & Environment Reporting Network, Read and look at photos online: thefern.org/2012/08/the-faces-of-food-stamps/ Partner A reads: * Jane Black, “SNAP Judgment,” Slate, 6 August 2013 * Olga Khazan, “Should Food Stamps Buy Soda?” The Atlantic, Nov. 11, 2013 Partner B reads: * Christopher Cook, “The Hidden Benefits of Food Stamps,” Mother Jones, October 25, 2013 * “Forbidding Use of Food Stamps for Sweetened Drinks could Reduce Obesity, Diabetes,” Stanford Medicine News Center, June 2, 2014

Workshop: Podcasting (Mon, Oct. 17)

Class will meet in our regular room for discussion, then walk together to the LEADR technology lab for the second half of class. Discuss: Why good podcasts work Update: Grocery Ethnography

DUE: Podcast Explorer project

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Listen: Marion Nestle: “Soda Politics: Taking On Big Soda (And Winning),” Oct. 2015, Diane Rehm Show (49 minutes)

GMOS and Corn (Wed, Oct. 19)

Watch: King Corn [excerpts: 49:02-55:04 / 59:45-1:14:34] Discuss: Should the government subsidize vegetables? Update: Grocery Ethnography

Watch in advance: Pamela Ronald, “The Case for Engineering Our Food,” TED talk (18 minutes) * Michael Pollan, “The Plant: Corn’s Conquest,” p. 15-31, The Omnivore’s Dilemma: A Natural History of Four Meals * Amy Harmon, “How Square Watermelons Get Their Shape, and Other G.M.O. Misconceptions,” 2 August 2016. Read and look at photos online: www.nytimes.com/interactive/2016/07/12/science/gmo-misconceptions.html

“The way that we are taught to think about fatness is that fat is not a permanent state. You're just a thin person who's failing consistently for your whole life. So to actually say, OK, I am fat...so I don't know why I live in this imaginary future where someday I'm going to be thin.” -- Lindy West, 2016

Fat Culture (Mon, Oct. 24)

Discuss: How did Grocery Ethnographies go? Prepare: Divide into groups for the Jigsaw activity in the next class Watch: Fed Up [excerpt]

DUE: Grocery Ethnography * Listen: “Tell Me I’m Fat,” This American Life podcast, June 2016 (1 hour 7 minutes) * Julie Guthman, “Can’t Stomach It: How Michael Pollan et al. Made Me Want to Eat Cheetos,” Gastronomica (Summer 2007) * Margaret Talbot, “Obesity Lessons for Liberals and Conservatives,” The New Yorker, 9 August 2013

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McDonaldization (Wed, Oct. 26)

Discuss: Upcoming McDonaldization Exercise Discuss: The News in Food Listen: “Little Boxes,” Pete Seeger

DUE: One recent news article discussing McDonaldization (but not about McDonalds, the company) and its relevance to our readings (posted to individual blogs before class) Jigsaw Reading Assignment

Everyone reads: George Ritzer, The McDonaldization of Society, p. 1-27 Partner A reads: McDonaldization of Society, p. 54-86 Partner B reads: McDonaldization of Society, p. 86-122

“If there is one thing I would really like, it would be to go to Anchorage, Alaska, and find a hamburger place that doesn’t look like the one in Warren, Michigan.” --– A Michigan teenager in 1973

Is Local the Solution? (Mon, Oct. 31)

Discuss: How did the McDonaldization exercise go? Discuss: Upcoming Podcast Progress Report Prepare: Bring laptops to next class Watch: Alice Waters segment on 60 Minutes

DUE: McDonaldization Exercise (posted to individual blogs before class) * Barbara Kingsolver, p. 1-82, Animal, Vegetable, Miracle * Stephen Budiansky, “Math Lessons for Locavores,” August 19, 2010, New York Times

Workshop: Changes in Consumption (Wed, Nov. 2)

Discuss: Upcoming Industrial Food Op-Ed Discuss: Progress on Podcasts

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Activity: Data visualization workshop to chart changes in U.S. consumption of different foods over time. Bring laptops to class today.

DUE: Podcast Progress Report (hard copy) * Ethan Boyd, “Bring Healthy Vending Machines to MSU,” Op-Ed, 24 November 2014, The Lansing State Journal

Food & Climate Change (Mon, Nov. 7)

Discuss: The News in Food Update: Podcasts Prepare: Make sure you come to next class with podcast material to work on.

DUE: One recent news article discussing food and climate change and a paragraph about its relevance to our readings (posted to individual blogs before class) Listen: “Insects as Food,” Yale Climate Connections podcast (1.5 minutes) * Mark Bittmann, “Rethinking the Meat-Guzzler,” 27 January 2008, The New York Time * Mark Hertsgaard, “How to Feed the World after Climate Change,” 6 August 2013, slate.com * “Meat Eater’s Guide to Climate Change + Health,” Environmental Working Group. (Read through our class website: The Meat Eater’s Guide is available on the Assignments page.)

Workshop: Podcasts (Wed, Nov. 9)

Discuss: How did industrial food op-eds go? Watch: “Leather and Meat without Killing Animals,” TED Talk (9 minutes) Workshop: In-class podcast workshop. Students will have the option to stay in our regular classroom and get feedback from Prof. Veit or to go work in the LEADR lab.

DUE: Industrial Food op-ed * Be prepared for this podcast workshop and have material ready to work on in class. * Be reading Jonathan Safran Foer, Eating Animals (2009), p. 3-77, to be discussed in next class

Eating Animals (Mon, Nov. 14)

Update: Podcasts

* Jonathan Safran Foer, Eating Animals, p. 3-77 and 78-148 (in other words, make sure to have read all pages through p. 148 for class today) * Be working on podcasts and final websites

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Tell me something: why is taste, the crudest of our senses, exempted from the ethical rules that govern our other senses?... how would you judge an artist who mutilated animals in a gallery because it was visually arresting? How riveting would the sound of a tortured animal need to be to make you want to hear it that badly?” --– jonathan safran foer

Eating Animals (Wed, Nov. 16)

Activity: Divide into debate groups and strategize Update: Podcasts

* Jonathan Safran Foer, Eating Animals, p. 149-268 * Be working on podcasts and final websites

Meat Debate (Mon, Nov. 21)

Update: Podcasts. Divide into groups to peer-edit each other’s podcasts next class. Prepare: Hand out podcast peer-evaluation forms. Activity: Debate in class: Meat Eating vs. Vegetarianism Watch: Forks over Knives (excerpt)

DUE: Debate points, for and against meat eating (hard copy) * Be working on podcasts and final websites

Workshop: Podcasts and Websites (Wed, Nov. 23)

Watch: Forks over Knives (excerpt) In-class workshop: Podcasts and websites. Laptops allowed in class today. Workshop: Peer-critiquing the podcasts-in-progress.

DUE: Podcast (first draft), posted to blogs by 11:59 PM, Nov. 22 * Lizzie Widdicombe, “The End of Food: Has a Tech Entrepreneur Come up with a Product to Replace Our Meals?” 12 May 2014, The New Yorker * Be working on podcasts and final websites.

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The Future of Food (Mon, Nov. 28)

Discuss: Food technology as a force for good Discuss: Upcoming addition to food autobiography Activity: “Menus for 2050”

* Tammy La Gorce, “How Does This Garden Grow? To the Ceiling,” 22 July 2016, The New York Times * Maywa Montenegro, “Banking on Wild Relatives to Feed the World,” Gastronomica, January 2016 * Dan Barber, pp. 424-447, The Third Plate: Field Notes on the Future of Food * Be working on podcasts and final websites.

Podcast Presentations and Workshop (Wed, Nov. 30)

Activity: Finish “Menus for 2050” Workshop: Evaluation of Peers’ Podcasts

DUE: Podcast (polished second draft), posted to blogs by Tuesday Nov. 29, 11:59 PM * Be working on podcasts and final websites.

Final Presentations & Websites (Mon, Dec. 5)

Individual Presentations on polished websites.

DUE for those presenting today: Final podcasts; podcast blog page; addition to food autobiography, final website

Final Presentations & Websites (Wed, Dec. 7)

Individual Presentations on polished websites.

DUE for those presenting today: Final podcasts; podcast blog page; addition to food autobiography, final website